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Full-Day Workshop

Seminar: A Professional Development Series in SPECIAL NEEDS EDUCATIONAL THERAPY (SNEdT)
DAY 1 : Understanding & Working through the Multiple Mind of a Student with Special Needs

In collaboration : IACT Logo
Dates:To be confirmed
Time:9am to 5pm
Venue: To be confirmed 

Speaker: IACT Approved Trainer

Who Can Benefit?

For special school teachers, allied educators and those who aspire to work in special education and/or educational therapy.


DAY 1 : Understanding & Working through the Multiple Mind of a Student with Special Needs

Course Synopsis

The term psycho- means the mind and -logy means the study of. Psychology, therefore, is studying the mind. The term -gogy means to lead, and psychogogy is leading the mind regardless of its state. In training to become a good special needs/educational therapist, it is essential for participants to know and understand about the mind (conscious, subconscious and unconscious) of an individual, more so, especially if the individual is neuroatypical. In this workshop, participants will learn about the nine mental states of mind within the framework of Cognition, Conation and Affect – all linked by Sensation (known as the CCAS Model). Each of the nine mental states of mind has its own phases of development similar to the human lifespan development. This provides the foundation for participants training to become a therapist to understand the individuals with special needs whom they are going to work with. You will learn to plot the Multiple Mind Map which helps them to see and understand why individuals with special needs behave and learn in so-called 'funny' ways. z learning-teaching approaches and what each approach has to offer in special needs/educational therapy before you decide which approach is more appropriate for different individuals with special needs.

Course Outline

AM Session

The hierarchies of needs, abilities and skills

  1. The multiple mind: cognition, conation, affect and sensation
  2. The sensiful mind: sensibility, sensitivity, sense-ability and sensuality
  3. The sense of coherence of the mind: meaningfulness, comprehensibility and manageability
  4. The levels of awareness of mind: conscious, subconscious and unconscious
  5. The nine mental states of mind: core state = physiological; cornerstone states = historical, imaginative, sexual, and spiritual; and secondary states = virtual, socio-emotional, moral, and philosophical

PM Session

  1. The lifespan development theories behind the nine mental states of mind
  2. Mapping the nine mental stateS of mind
  3. Working with individuals with special needs
    1. From psychology to psychogogy
    2. Antegogy and autogogy (Before formal learning)
    3. Pedagogy, andragogy and gerontogogy
    4. Heilpadagogy (Leading by assisted teaching)
    5. Technogogy and psychogogy (technopsychogogy)
    6. Parakalogogy (Counselling) and heutagogy (Leading by educated choice)
    7. Hanatogogy (Leading by inspiration)
Course Objectives

Participants will have an opportunity to learn how to:

  1. Understand the complexity of the mind through application of CCAS Model
  2. Explain the sense of coherence of the mind
  3. Aware of the nine mental states of mind and the interactions among them
  4. Recognize the hierarchies of needs, abilities and skills
  5. Use the Multiple Mind Map in profiling an individual’s mental states of mind
  6. Administer the Sense of Coherence (Quality of Life) Questionnaire
  7. Select appropriate learning-teaching approaches for intervention

DAY 2 : Individual with Special Needs as Learner

Course Synopsis

An extension from the previous workshop you will explore the meaning of learner, whose ability (nurture), capacity (nature) and capability (potential as determined by nature vs nurture) to perform expressed as cognitive, conative and affective potentials interlinked by sensory potential, and learning as a developmental process in terms of required learning à acquired learning à applied learning à lifelong learning. Also taught is the complexity of learning as a process with multiple-level pulling into play four other factors, i.e., sensation, perception, conception and enculturation. Learning task behaviour analysis will be taught and how they can use it in identifying learners who are struggling in their learning. The workshop also covers the following key topics: (1) learning styles (i.e., visual-spatial, auditory-sequential, kinaesthetic-tactile, and olfactory-gustatory); (2) learner profiling (i.e., independent learner, reluctant/unmotivated learner, disadvantaged learner, deprived learner, disabled learner, illiterate learner); and (3) learning as a ‘caught’ or ‘taught’ process. The workshop introduces participants to the lifespan development in terms of 2 axes: developmental abilities and capacity quotient. From all these frameworks, the Triple-E Model of Learning: Episteme (What of Learning), Telos (Why of Learning) and Techne (How of Learning) will be introduced which is used in planning of intervention program/plan for learners with disabilities.

Course Outline

AM Session

The hierarchies of needs, abilities and skills

  1. Learning as a developmental process
    1. Learning is ‘caught’;
    2. Learning is ‘taught’
  2. Learning formula involving the following factors:
    1. Sensation (for sensory input);
    2. Socioculturalism (socio-cultural factors);
    3. Conception;
    4. Enculturation
  3. Learning axes:
    1. X-axis: developmental abilities and skills
    2. Y-axis: innate capacities (measured in quotients);
    3. X-Y interaction point: capability (level of performance)
  4. Curricular development of learning
    1. Required learning;
    2. Acquired learning;
    3. Applied learning;
    4. Lifelong learning
  5. Triple-E model of learning factors
    1. Episteme;
    2. What of learning;
    3. Telos: Why of learning;
    4. Techne: How of learning
  6. The CCAS Model of learning and development
    1. Cognition and its model/theory;
    2. Conation and its model/theory;
    3. Affect and its model/theory;
    4. Sensation and its model/theory
  7. Sensibility, Sensitivity, Sense-ability and Sensuality
  8. Sense of coherence: Meaningfulness, Comprehensibility and Manageability

PM Session

  1. Learning and behavioral challenges
  2. Disadvantages, differences and dysfunctions; b)Difficulties, disabilities and disorders; c)Challenges in lexikos, calculatos, praxis and gnosis (learning); d)Self-awareness, self-regulation, self-will and self-esteem (socio-emotional behaviors)
  3. Hierarchy of needs and wants
  4. Anomalies and chaos in the process of learning
  5. Hierarchy of capacities, abilities and capabilities
  6. Intervention for learning challenges
Course Objectives

Participants will have an opportunity to learn how to:

  1. Understand the complexity of the learning as a process from simple domain (knowable knowns) → compound domain (known knowns àcomplicated domain (known unknowns) → complex domain (unknown unknowns) → chaotic domain (unknowable unknowns)
  2. Explain the sense of coherence of the mind in learning in terms of meaningfulness, comprehensibility and manageability
  3. Aware of the nine mental states of mind and the interactions among them in the process of learning and behaving in a given situation
  4. Recognize the hierarchies of needs, abilities and skills in learning from required learning → acquired learning → applied learning → lifelong learning
  5. Use the Multiple Mind Map in profiling a learner’s mental states of mind during the learning process
  6. Administer Learning Style Inventory & Learner Profile Inventory (optional)
  7. Select appropriate learning-teaching approaches for intervention

DAY 3 : Therapist in the Person-Centred Care Management System

Course Synopsis

As an extension from the previous workshop you will explore what is to be or become a therapist in the field of special needs educational therapy. It begins with the examination of what is to be inclusive and becoming inclusive – the differences and similarities between the two phrases. Then it will address the three levels of to be inclusive/becoming inclusive: (1) inclusivity at the policy and decision-making level; (2) inclusion at the organizational implementation level; and (3) inclusiveness at the level of personal belief and how it is being embraced in one’s professional perspective in working with diverse learners. In addition, this professional development workshop also covers the following key topics: (1) the six levels of intervention (i.e., pre-emptive, preventive, corrective, remedial, compensatory, complementary/alternative); (2) teaching styles and profiles (e.g., supreme expert, collaborative consultant, helping adviser, listening befriender); and (3) challenges working with parents of children with special needs.

You will learn the Triple-D Model of Teaching (diagnostics à dialogics à didactics) and the Case Management Cycle (case measurement which includes screening, assessment and evaluation; case development which involves collaborative consultation and confirmation of test results; and case intervention which includes planning and implementation) and Practitioner 3-Component Model, which includes three components: (1) the characteristics of anomalous human development in individuals with special needs, (2) six developmental phases of parenthood, and (3) the three phases of engagement with parents of children with special needs involving phileogogy, parakaleogogy and heutagogy.

Course Outline

AM Session

  • Role of a special needs educational therapist
  • Triple-D model of teaching factors
    1. Diagnostics
    2. Dialogics
    3. Didactics
  • Case management system
    1. From screening to assessment
    2. From assessment to collaborative consultation
    3. From consultation to planning
    4. From planning to intervention
    5. From intervention to evaluation

PM Session

  • Practitioner three-component model
    1. Anomalous human development in children with disabilities
    2. Six developmental phases of parenthood
      1. Image-making
      2. Nurturing
      3. Parental authority
      4. Interpretation
      5. Interdependence
      6. Departure
    3. Three phases of engagement with parents of children with special needs
      1. First phase: Phileogogy
      2. Second phase: Parakaleogogy
      3. Third phase: Heutagogy
Course Objectives

Participants will have an opportunity to learn how to:

  1. Understand and know the role of a special needs educational therapist
  2. Explain the different teaching styles and profiles of being a therapist, e.g., supreme expert, collaborative consultant, helping adviser, listening befriender
  3. Understand and know how to use the Triple-D model of teaching in intervention program
  4. Apply the Triple-D model of teaching in the case management system to build a case file
  5. Know and understand the various challenges encountered when working with parents of children with special needs
  6. Aware of the key components in the practitioner three-component model when working with parents of children with special needs

DAY 4 : Operating Definitions & Operational Interventions

Course Synopsis

In this final part of the SpEdNT series on Learning & Teaching in Special Needs, content knowledge and skills acquired in the previous workshops will be put to good use in a given case study that incorporates inclusivity/inclusion/inclusiveness and universal design (UD). In this workshop, you will learn about the IDEA 2004 classification of 14 disability categories; among the disability categories, four (i.e., specific learning disability/dyslexia; autism spectrum disorder/Asperger syndrome; attention deficit hyperactivity disorder/deficits in attention, motor control and perception; and developmental coordination disorder/dyspraxia) will be covered in some depth so that participants can do a symptomatic analysis of these four disabilities/disorders. The concepts of inclusivity, diversity and universal design are covered. The three levels of “being inclusive”/”to be inclusive” are: inclusivity, inclusion and inclusiveness. The concept of inclusive learning-friendly environment (ILFE) will be briefly covered. More importantly, the main focus is on the principles of Universal Design (UD) in the following: UDL1 (learning) that includes engagement, representation and action & expression; UDL2 (living) that includes adaptability, accessibility and mobility; UDT (transition from learning to living) that includes transferability, usability and accessibility; UDTchg (teaching) that includes meaningfulness, comprehensibility and manageability; and UD applied in assistive technology, services, health care, etc.

Course Outline

AM Session

The hierarchies of needs, abilities and skills

  1. Introduction to nosology of learning disabilities and disorders
    Operating definitions of selected disabilities and disorders: Specific Learning Disability (Dyslexia); Autism Spectrum Disorder; Attention Deficit Hyperactivity Disorder; Developmental Coordination Disorder (Dyspraxia)
  2. Symptomatic analysis of disabilities and disorders
    Core/primary symptoms; Correlated/underlying symptoms; Consequential/secondary symptoms; & Co-existing/artifactual symptoms

PM Session

  • Operational interventions
    1. Understanding the principles of Universal Design for Learning:
      1. Engagement;
      2. Representation; and
      3. Action & expression.
    2. Understanding the principles of Universal Design for Teaching:
      1. Meaningfulness;
      2. Comprehensibility; and
      3. Manageability.
    3. Understanding the principles of Universal Design for Living:
      1. Adaptability;
      2. Accessibility; and
      3. Mobility.
    4. Understanding the principles of Universal Design for Transition from Learning to Living:
      1. Transferability;
      2. Usability (Practicality); and
      3. Accessibility
    5. Understanding the principles of Universal Design for Employment and Employability:
      1. Capacity (innate competence; nature);
      2. Ability (acquired competence; nurture);
      3. Capability (level of performance).
    6. Understanding the principles of Usability Design for Assistive Technology Devices:
      1. Equitable use;
      2. Flexibility in use;
      3. Simple and intuitive use;
      4. Perceptible information;
      5. Tolerance for error;
      6. Low physical and mental efforts; and
      7. Appropriate size and space for use.
    7. Understanding the principles of Universal Accessibility Design:
      1. Physical/environmental accessibility;
      2. Communication accessibility;
      3. Intellectual accessibility;
      4. Social/attitudinal accessibility;
      5. Economic accessibility (affordability)
  • Different levels of intervention which embraces inclusivity and universal design:
    1. Pre-emptive intervention;
    2. Preventive intervention;
    3. Corrective intervention;
    4. Remedial intervention;
    5. Compensatory intervention (with assistive technology);
    6. Complementary and alternative intervention (controversial)
Course Objectives

By the end of the training workshop, participants will be able to:

  1. Understand and know four categories of disabilities: specific learning disabilities, autism spectrum disorder, attention deficit hyperactivity disorder, and developmental coordination disorder (with the four categories of symptoms)
  2. Use the symptomatic analysis of disabilities and disorders in learning and behaviour
  3. Understand and know the three levels of being inclusive and to be inclusive: inclusivity, inclusion and inclusiveness
  4. Know, understand and apply the principles underlying the Universal Design for Learning, Living, Employment & Employability, Teaching, Transition, Accessibility, Usability, etc.
  5. Know, understand and make decision regarding the different levels of intervention embracing inclusivity and universal design

Course Fees & Closing Dates
Registration Type Closing Date Fees (S$)
Normal Till Full 1300

 

 

Disclaimer : Bridging Talents will not be responsible for the registrant's attainment of credentialisation/membership under all circumstances to IACT and does not provide a warranty for any IACT imposed criteria nor approval. For full details, please refer to www.iact.org

IACT

The International Association of Counselors and Therapists (IACT) is a premier association for holistic practitioners and it provides a forum where members may exchange ideas, information, techniques and methodologies. Establishing itself apart from the rest as a multidiscipline association, IACT membership includes medical practitioners, psychologists, clinical social workers, hypnotherapists, nutritionists, dieticians, special needs educational therapists, mental health workers, counsellors, allied educators and others in the helping, healing arts. The vision of IACT is to light the path of unity by providing a place where practitioners can come together under one umbrella to explore, indulge and renew their passion for diverse holistic physical and mental health care discipline.

IACT-approved specialty programme: SPECIAL NEEDS EDUCATIONAL THERAPY

This IACT-approved professional development (PD) program aims to equip special educators (i.e., special school teachers and allied educators) to become better professionals in their work with individuals with special needs. It also prepares those who are interested in becoming qualified special needs educational therapists in their professional career development. It consists of five intensive modules and each module consists of independent professional development workshops. There are five main themes in the series of 20 professional development workshops namely

  1. Learning & Teaching in Special Needs (4 independent PD workshops)
  2. Lifespan Development and Anomalies (4 independent PD workshops)
  3. Learning Difficulties, Disabilities and Disorders (4 independent PD workshops)
  4. Psycho-educational Diagnostic Evaluation and Profiling (4 independent PD workshops)
  5. Intervention in Special Needs (4 independent PD workshops)
IACT Professional Credentialization/Membership Eligibility

Admission requirements for the IACT-approved PD program, the participant must possess the following:

  1. At least 5 GCE O-Level passes with a pass in English Language and also a pass in Mathematics; AND
  2. One of the following:
    1. A recognized full-time 3-year/part-time 5-year polytechnic diploma including those from LaSalle College of the Arts and Nanyang Academy of Fine Arts or
    2. A Diploma in Early Childhood Education from an ECDA-accredited training centre or
    3. A Diploma in Special Education awarded by the National Institute of Education or
    4. A recognized bachelor’s degree in the relevant field (i.e., special education, general education, counseling)

In addition, to be eligible for the IACT professional credentialization/membership in becoming a special needs educational therapist, the following criteria must be satisfied:

  • Completion of the PD workshops in the 5 IACT-approved theme-based topics (each consists four workshops) in the SNEdT program
  • Fulfilled 180 supervised practicum hours
  • Submission and passing written assignments
  • Presentation at the Case Study Symposium
  • Duration of maximum 2 years to complete/acquire all of the above
Supervised Clinical Practicum Criteria

Clinical practicum can be done at one of the following approved places: special school, learning clinic, EIPIC centre – not limited to just these three centres. A total number of 180 hours have to be clocked in and be authenticated by the centre supervisor. Participants who are already working in such workplaces are exempted from the supervised clinical practicum provided they can produce documentary evidence (e.g., letter of appointment) to support their claims.

Written Assignment/Case Study Symposium

Each theme-based series consists of four interrelated PD workshops. At the end of the fourth workshop for each theme, participants, who are keen to pursue the IACT-approved SNEdT credentialization/membership, will have to complete a written assignment, whose focus is on theory-practice nexus, on a given case study. This case study will be built on and developed further along the way through the five themes of 20 PD workshops. By the end of the last theme-based PD workshop, participants should have built up their given case study thoroughly to be presented at the Case Study Symposium, where they have a chance to listen to others who will also be presenting their cases. For this, there will be a separate cost.

Upon completion of each of these PD workshops, you will be provided with a Certificate of Completion acknowledging 28 hours of training. Please refer to IACT website for full details. www.iact.org.